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Books on the topic 'Situational motivation'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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1

Rosa, José Antônio. The effects of dispositional and situational variables on the motivation of industrial buyers. Champaign: University of Illinois at Urbana-Champaign, 1993.

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2

McConville, Christopher. Personality, motivational, and situational influences on mood variability. [S.l: The Author], 1992.

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3

Bier, Ada. La motivazione nell’insegnamento in CLIL. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-213-0.

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There are several studies in the literature that emphasize the link between CLIL and student motivation for learning. The same does not apply for teachers – who teach a non-language subject through a foreign language – whose motivation for teaching in CLIL should not be taken for granted. Our research is an inquiry in the Italian upper secondary school with a dual focus: a main focus on CLIL teachers and a secondary one on CLIL students. The main aim of this cross-sectional study is to offer a snapshot of the existing situation from the point of view of teachers’ and students’ perceptions one year after the introduction of the legal requirement for compulsory CLIL, with a view to reflecting on the present in order to hypothesize possible future developments. The obtained results – which confirm the association between the motivational dimension of the CLIL teacher with the cognitive, affective and relational ones, and with the motivational dimension of CLIL students – are interpreted and discussed in the light of the most recent theoretical developments and suggestions for future practice and research are offered.
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4

Julkunen, Kyösti. Situation- and task-specific motivation in foreign-language learning and teaching. Joensuu: University of Joensuu, 1989.

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5

Some personality determinants of the effects of participation. New York: Garland Pub., 1987.

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6

OMG!: How to survive 101 of life's f 'ed situations. Avon, Mass: Adams Media, 2010.

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7

Halpern, Monique. Business creation by women: Motivations, situation, and perspectives : final report of a study for the Commission of the European Communities Equal Opportunities Office. Luxembourg: Office for Official Publications of the European Communities, 1989.

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8

Mooij, Ton. Interactional multi-level investigation into pupil behaviour, achievement, competence, and orientation in educational situations. 's-Gravenhage: Instituut voor Onderzoek van het Onderwijs, 1987.

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9

Mooij, Ton. Interactional multi-level investigation into pupil behaviour, achievement, competence, and orientation in educational situations. 's-Gravenhage: SVO, 1987.

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10

Mooij, Ton. Interactional multi-level investigation into pupil behaviour, achievement, competence, and orientation in educational situations. 's-Gravenhage: SVO, 1987.

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11

1952-, Pestello Fred P., and Pestello, H. Frances G., 1951-, eds. Sentiments and acts. New York: Aldine de Gruyter, 1993.

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12

Maugeri, Giuseppe. L’insegnamento dell’italiano a stranieri Alcune coordinate di riferimento per gli anni Venti. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-523-0.

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This book develops the theme of teaching Italian abroad, starting from the awareness of the motivations for foreign students to study the Italian language and the different methodological procedures in order to teach it.For this purpose, the book focuses on the problems concerning the training of teachers of Italian to foreigners and on the many aspects of teaching Italian in order to propose both a methodological reflection on the edulinguistic project and educational solutions aimed at improving the quality of the students’ learning.Part 1The first part focuses on edulinguistic teaching vision for the learning of the Italian language as a foreign language based upon the principles of the Humanistic Approach.1. Teaching Italian Language Abroad: Institutional Language Policy and StrategiesThis chapter focuses on the situation of Italian foreign language teaching in the world. It also describes the linguistic policy for the promotion of Italian languages abroad adopted by the Italian Ministry of Foreign Affairs and the results obtained as the number of students involved in the different geographic areas.2. Teaching Trainer Courses as a Key Factor to Improve the Quality of Teaching Italian AbroadIn this chapter teaching trainer courses for Italian language teachers are considered as a part of a strategy to increase the students’ motivations and the learning process.3. Students as a Customer vs Students as a PersonLinguistic education and the Humanistic Approach aim to develop the students’ potential and create an autonomous language personality. Therefore, in this chapter, we outline a teaching perspective that considers the student as a person at the centre of teaching and learning Italian process.Part 2In the second part teaching methodologies to improve the quality of teaching and learning Italian language to foreigners are described.4. Effective Cooperative Learning Strategies to Teach Italian as a Foreign LanguageExamples of cooperative learning are given to illustrate how the following teaching methodology is possible in teaching Italian language even if it demands strong research and clear guidance for educators.5. How to Teach Italian Grammar to ForeignersThis chapter examines the existing research about using a deductive form of teaching grammar versus using an inductive form of teaching it.6. Teaching Italian Through Literature, Movies and CartoonsIn this chapter, different media and sources to teach Italian are examined. Using both classic and digital tools, students can explore the Italian language and culture from different points of view, developing a strategy to revisit thinking and to collaborate with others during the reading of classic texts or reading a cartoon.7. Humanistic Testing and Assessment for Italian as a Foreign LanguageFrom a Humanistic point of view, in this chapter, testing and assessment are considered as potential and relevant instruments to measure the progress and performance of individual students of Italian language.8. How to Plan and Use an Environment to Teach Italian to ForeignersThis chapter focuses on learning space to teach Italian to foreigners. The main aim is to provide practical advice and support to the teachers of Italian language schools that are going to explore how to develop and adapt learning spaces to the teaching activities and the students’ needs.
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13

Lesser, Wenk Shari, and Tiger Woods Foundation, eds. Start something: You can make a difference. New York: Simon & Schuster, 2000.

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14

May, Joshua. Defending Virtuous Motivation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198811572.003.0009.

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This chapter considers remaining empirical challenges to the idea that we’re commonly motivated to do what’s right for the right reasons. Two key factors threaten to defeat claims to virtuous motivation, self-interest (egoism) and arbitrary situational factors (situationism). Both threats aim to identify defective influences on moral behavior that reveal us to be commonly motivated by the wrong reasons. However, there are limits to such wide-ranging skeptical arguments. Ultimately, like debunking arguments, defeater challenges succumb to a Defeater’s Dilemma: one can identify influences on many of our morally relevant behaviors that are either substantial or arbitrary, but not both. The science suggests a familiar trade-off in which substantial influences on many morally relevant actions are rarely defective. Arriving at this conclusion requires carefully scrutinizing a range of studies, including those on framing effects, dishonesty, implicit bias, mood effects, and moral hypocrisy (vs. integrity).
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15

Situational and contextual influences on goal orientations. 1996.

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16

Weerman, Frank M., Evelien Hoeben, Wim Bernasco, Lieven J. R. Pauwels, and Gerben J. N. Bruinsma. Studying Situational Effects of Setting Characteristics. Edited by Gerben J. N. Bruinsma and Shane D. Johnson. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190279707.013.20.

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This chapter addresses methods to study situational influences of setting characteristics on adolescent offending. In particular, it describes data collection methods (space-time budget interviews, census data, community surveys, and systematic social observations) that enable precise measurement of what respondents do, with whom they undertake these activities, and in what kind of places (both the geographical area and the function of the location) they find themselves. Such data capture presence in and exposure to different kinds of settings during particular periods in time. This chapter illustrates the usefulness of these method for criminological research by summarizing the results of three sub-studies from the Study of Peers, Activities, and Neighborhoods (SPAN) conducted in the Netherlands. It first discusses the design of the SPAN data collection and the instruments that were used in it. It then reviews each study in turn by summarizing its theoretical motivation, data structure, and analytical strategy, and by describing the main findings it has generated.
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17

van Hooft, Edwin. Motivation and Self-Regulation in Job Search: A Theory of Planned Job Search Behavior. Edited by Ute-Christine Klehe and Edwin van Hooft. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199764921.013.010.

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Job search is a difficult and complex process that demands prolonged motivation and self-regulation. Integrating insights from generic motivation theories and the job search literature, a Theory of Planned Job Search Behavior (TPJSB) is introduced as a framework for organizing the motivational and self-regulatory predictors and mechanisms that are important in the job search process. The chapter specifically focuses on the motivation-related concepts in the TPJSB, distinguishing between global-level, contextual, and situational predictors of job search intentions and job search behavior. After describing the theoretical underpinnings, empirical support for the associations in the model is presented and reviewed, and recommendations for future research are provided. Last, the moderating role of broader context factors on the TPJSB relations is discussed.
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18

Xavier Institute of Development Action & Studies (India), ed. Report on the situational analysis of the status of primary education in Bastar District of Chhattisgarh. Jabalpur: Xavier Institute of Development Action & Studies, 2003.

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19

Oyserman, Daphna. Pathways to Success Through Identity-Based Motivation. Oxford University Press, 2015. http://dx.doi.org/10.1093/oso/9780195341461.001.0001.

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Everyone can imagine their future self, even very young children, and this future self is usually positive and education-linked. To make progress toward an aspired future or away from a feared future requires people to plan and take action. Unfortunately, most people often start too late and commit minimal effort to ineffective strategies that lead their attention elsewhere. As a result, their high hopes and earnest resolutions often fall short. In Pathways to Success Through Identity-Based Motivation Daphna Oyserman focuses on situational constraints and affordances that trigger or impede taking action. Focusing on when the future-self matters and how to reduce the shortfall between the self that one aspires to become and the outcomes that one actually attains, Oyserman introduces the reader to the core theoretical framework of identity-based motivation (IBM) theory. IBM theory is the prediction that people prefer to act in identity-congruent ways but that the identity-to-behavior link is opaque for a number of reasons (the future feels far away, difficulty of working on goals is misinterpreted, and strategies for attaining goals do not feel identity-congruent). Oyserman's book goes on to also include the stakes and how the importance of education comes into play as it improves the lives of the individual, their family, and their society. The framework of IBM theory and how to achieve it is broken down into three parts: how to translate identity-based motivation into a practical intervention, an outline of the intervention, and empirical evidence that it works. In addition, the book also includes an implementation manual and fidelity measures for educators utilizing this book to intervene for the improvement of academic outcomes.
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20

Tyler, Tom R. Value-Driven Behavior and the Law. Edited by Francesco Parisi. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199684267.013.030.

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This article discusses an alternative approach to gaining compliance with the law. The approach involves motivating people through appeals to their values. Values reflect people's assessments of what is right or appropriate to do in a given situation; this involves people's feelings of obligation and responsibility to others. There are two arguments for value-based motivation. First, we gain the benefits of a value-based approach, e.g. increasing voluntary cooperation. Second, we avoid the problems associated with instrumental approaches. To gain these advantages we need to move to a system in which value-based motivations are the primary motivation tapped, and instrumental motivations are the backup for a small group that have to be dealt with instrumentally because they are unable or unwilling to act on their values.
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21

Nassauer, Anne. Situational Breakdowns. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190922061.001.0001.

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This book provides an account of how and why routine interactions break down and how such situational breakdowns lead to protest violence and other types of surprising social outcomes. It takes a close-up look at the dynamic processes of how situations unfold and compares their role to that of motivations, strategies, and other contextual factors. The book discusses factors that can draw us into violent situations and describes how and why we make uncommon individual and collective decisions. Covering different types of surprise outcomes from protest marches and uprisings turning violent to robbers failing to rob a store at gunpoint, it shows how unfolding situations can override our motivations and strategies and how emotions and culture, as well as rational thinking, still play a part in these events. The first chapters study protest violence in Germany and the United States from 1960 until 2010, taking a detailed look at what happens between the start of a protest and the eruption of violence or its peaceful conclusion. They compare the impact of such dynamics to the role of police strategies and culture, protesters’ claims and violent motivations, the black bloc and agents provocateurs. The analysis shows how violence is triggered, what determines its intensity, and which measures can avoid its outbreak. The book explores whether we find similar situational patterns leading to surprising outcomes in other types of small- and large-scale events: uprisings turning violent, such as Ferguson in 2014 and Baltimore in 2015, and failed armed store robberies.
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22

Harding, Duncan. Situational awareness. Edited by Duncan Harding. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198768197.003.0012.

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This chapter works towards improving and refining our situational awareness in the interview space, by considering the interview from a psychological perspective. It discusses theory of mind, motive, and motivations, and how to fill the required space in the interview appropriately. The chapter considers the empowering psychological state of curiosity and how this can help us retain a sense of control in a stressful interview situation. Finally, it discusses our understanding of the interviewer themselves. This chapter includes an exercise to find an anchor in the interview space, i.e. a method to ground ourselves mindfully in the moment of the interview.
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23

Notebooks, Sunny. Always Turn Negative Situation into a Positive Situation: Motivational Notebook, Journal, Diary. Independently Published, 2020.

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24

Runolfsdottir, Alexane. It Take Grace to Remain Kind in Cruel Situations Motivation Journal Monthly Planner. Independently Published, 2020.

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25

Brill, Pamela. The Winner's Way : A proven method for achieving your personal best in any situation. McGraw-Hill, 2004.

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26

Brill, Pamela. The Winner's Way : A proven method for achieving your personal best in any situation. McGraw-Hill, 2004.

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27

Brill, Pamela. The Winner's Way: A Proven Method for Achieving Your Personal Best in Any Situation. American Media International, 2005.

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28

Motivation, SilverFox. I Can Choose How I Want to Perceive Every Situation Motivation Journal Weekly Planner Journal. Independently Published, 2020.

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29

Motivation, SilverFox. Train Your Mind to See the Good in Every Situation Motivation Journal Project Planner Notebook. Independently Published, 2020.

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30

Downes, William. Linguistics and the Scientific Study of Religion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190636647.003.0004.

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Registers of language are cultural templates, normatively constituting the situation types that make up a culture, and yet reciprocally determined by the situation’s linguistic requirements. This chapter proposes that a register such as prayer has typical psychological effects within the mind/brain of its users. These make it also a cognitive register, a linguistically enabled and shaped way of thinking and feeling. This process is analysed using cognitive pragmatics, more specifically relevance theory. Processing petitionary prayer can produce specific psychological effects. It is proposed that the petitions are not directive speech acts, but tools for learning. Petitionary prayer also shapes affectivity and motivation. This is explored using Panksepp’s concept of the SEEKING system. The mind-brain of one who prays is trained into habits of understanding and feeling otherwise unavailable. By bringing together these two approaches, the sociological and the psychological, the essay investigates how a cultural linguistic practice shapes religious cognition.
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31

Batson, C. Daniel. How to Find It. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190651374.003.0003.

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When we help someone in need, we also benefit. If benefiting the person in need is an instrumental goal on the way to the ultimate goal of getting some self-benefit, our motivation is egoistic. If benefiting the person in need is the ultimate goal and the resultant self-benefits are unintended consequences, our motivation is altruistic. To search for such altruism, a four-step research strategy is proposed: The first step is to identify a possible source of altruistic motivation. The most likely source is empathic concern. The second, to identify the plausible egoistic ultimate goal or goals from this source. The prime egoistic suspect is removing our empathic concern. The third is to vary the situation so that either the altruistic goal or the egoistic goal, but not both, can be better reached without having to help. Experiments make this possible. The fourth, to see whether this variation reduces helping.
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32

Mason, Elinor, and Alan T. Wilson, eds. Vice, Blameworthiness, and Cultural Ignorance. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198779667.003.0004.

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Many have assumed that widespread cultural ignorance exculpates those who are involved in otherwise morally problematic practices, such as the ancient slaveholders, 1950s sexists, or contemporary meat eaters. This chapter argues that ignorance can be culpable even in situations of widespread cultural ignorance. It argues that moral ignorance often results from the exercise of vice, and that this renders subsequent acts blameworthy, regardless of whether the ignorance happens to be widespread. The chapter develops an account of moral-epistemic vice, and argues that two families of moral-epistemic vice may be common. Vices of arrogance involve the motivation to self-aggrandizement, while vices of laziness involve the motivation for comfort. If cases of cultural ignorance involve the operation of these moral-epistemic vices, then that ignorance ought to be viewed as culpable.
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33

Foa, Edna B., Kelly R. Chrestman, and Eva Gilboa-Schechtman. Prolonged Exposure Therapy for Adolescents with PTSD Therapist Guide. Oxford University Press, 2008. http://dx.doi.org/10.1093/med:psych/9780195331745.001.0001.

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Traumatic events, including sexual abuse, experiencing or witnessing violence, and natural disasters, are common among adolescents, and this online therapist guide presents a proven treatment for PTSD that has been adapted for the adolescent population. It applies the principles of Prolonged Exposure (PE) to help adolescents emotionally process their traumatic experiences and follows a four-phase treatment where the patients complete each module at their own rate of progress. It includes modules on motivational interviewing, case management, the rationale for treatment, information-gathering about the trauma, common reactions to trauma, and explains that by systematically confronting situations associated with the trauma, adolescents can overcome avoidance and fear. It covers how memory of the traumatic event can help distinguish the past from the present and promote feelings of mastery, and also includes modules on relapse prevention and treatment termination. It covers the importance of the adolescent's age and developmental level while in therapy, and includes developmentally appropriate materials and guidance on tailoring the treatment to each client's unique situation, including trauma type and family structure.
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34

Fassina, Neil E. When motivation and cognition collide: The role of justification motives and efficacy beliefs on individual and group decisions in escalation situations. 2005.

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35

van Mastrigt, Sarah B. Co-offending and Co-offender Selection. Edited by Wim Bernasco, Jean-Louis van Gelder, and Henk Elffers. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199338801.013.21.

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A notable proportion of crime is committed in company, particularly during youth, but relatively little attention has been paid to the influence of co-offenders on criminal decision making. This chapter reviews current theory and research on co-offending as it relates to three aspects of offender decision making: the decision to (co)-offend, the selection of accomplices, and choices shaping the characteristics of the criminal event (planning, target selection, and seriousness). Both implicit and explicit decision making are considered, as well as situations in which the offense is premeditated and collaboration is explicitly sought after a plan has been made and situations in which the motivation to offend develops in a group of preformed individuals who become co-offenders by committing the act. The chapter concludes with a discussion of gaps in the current evidence base and directions for future research.
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36

Hill, Mark J. Actors and Spectators: Rousseau’s Contribution to the Eighteenth-century Debate on Self-interest. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474422857.003.0005.

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A debate between virtuous self-interest and social morality emerged in the seventeenth and eighteenth centuries. The historical narrative of these ideas has been touched on by others – such as Albert O. Hirschman, Pierre Force, and Eric MacGilvray – with nuance and detail, but broadly one can recognize two camps: those who saw public utility in self-interest through the positive externalities of commerce, and those who had serious concerns over the political outcomes of the entanglement of commerce and virtue. This chapter follows these studies and attempts to locate Rousseau (primarily) and Smith (secondarily) within this debate. By looking at how their particular moral philosophies interact with their political thought it is argued that Rousseau is distinct from Smith in an important, but often confused, way: while some have argued that Rousseau is a moralist and Smith a philosopher of the political and social value of self-interest, it will be argued here that the opposite may be true. That is, despite Rousseau's “general will” and Smith's “impartial spectator” having been identified as similar moral tools used to overcome the negative aspects of self-interest through externalized self-reflection, it is argued that Rousseau is a moral rationalist who is skeptical of reason as a moral motivator, and thus dismisses the general will as a tool which can encourage personal moral action, while Smith is a moral realist, but a particularly soft one in regard to the motivational force of morality, and instead turns to rationality – through the impartial spectator – as a source of moral action. The upshot of this distinction being, Rousseau does not deny the power of commerce and self-interest as motivational forces, simply their social utility; social institutions like English coffeehouses – centres of politeness and doux commerce – should exist, and self-interest should motivate, but both need to be cleansed of the vice of commerce. That is, this chapter argues that Smith is moral realist who relies on reason – specifically that one must be a spectator who can impartially and rationally reflect on situations in order to will moral ends – and Rousseau is a moral rationalist who relies on sentiment – one must have an interest in situations if they are to be a moral actor.
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37

Sharkey, Patrick, Max Besbris, and Michael Friedson. Poverty and Crime. Edited by David Brady and Linda M. Burton. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199914050.013.28.

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This article examines theory and evidence on the association between poverty and crime at both the individual and community levels. It begins with a review of the literature on individual- or family-level poverty and crime, followed by a discussion at the level of the neighborhood or community. The research under consideration focuses on criminal activity and violent behavior, using self-reports or official records of violent offenses (homicide, assault, rape), property crime (burglary, theft, vandalism), and in some cases delinquency or victimization. The article concludes by highlighting three shifts of thinking about the relationship between poverty and crime, including a shift away from a focus on individual motivations and toward a focus on situations that make crime more or less likely.
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38

Dinwiddie, Stephen H. Communication with Mass Media. Edited by John Z. Sadler, K. W. M. Fulford, and Werdie (C W. ). van Staden. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780198732372.013.4.

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In 1964, well over 2000 US psychiatrists responded to a magazine poll questioning Barry Goldwater’s psychological fitness to serve as president of the USA. The embarrassment this poll caused the field subsequently led to the American Psychiatric Association’s adoption of the “Goldwater Rule,” prohibiting psychiatrists from offering a professional opinion about an individual in the absence of an examination and the proper authorization to release such information. Is this sweeping ban proper, or are there situations in which psychiatric commentary on the behavior and motivations of a public figure can be justified? In this chapter, it is argued that under some circumstances, opining from afar—in the absence of direct examination or permission to disclose one’s opinions—can be justified.
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39

Motivation, SilverFox. Your Hardest Times Often Lead to the Greatest Moments of Your Life, Keep Going, Tough Situations Buil Strong People in the End Motivation Journal to Do List. Independently Published, 2020.

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40

Mullen, Alex. Sociolinguistics. Edited by Martin Millett, Louise Revell, and Alison Moore. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199697731.013.032.

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This chapter begins by considering the motivations for undertaking sociolinguistic studies and discusses the range and quality of evidence that can be marshalled for early Britain. The pre-Roman linguistic situation and the advent and spread of Latin are assessed using linguistic and archaeological evidence, and the extent and nature of Latin–Celtic bilingualism across time, space, and social levels explored. A presentation of the long-standing debate on the nature of Latin spoken in Roman Britain follows, and new evidence is offered to counter the traditional view that British Latin was particularly conservative. The chapter closes by looking at the legacy of the linguistic impact of Roman Britain, briefly considering the post-Roman inscriptions and language contact phenomena in the Germanic languages.
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41

Alexander, Patricia A., Emily M. Grossnickle, Denis Dumas, and Courtney Hattan. A Retrospective and Prospective Examination of Cognitive Strategies and Academic Development. Edited by Angela O'Donnell. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199841332.013.23.

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This article offers a retrospective and prospective analysis of the role of cognitive strategies in students’ academic development over the past 25 years. The focus is on those processes that individuals employ to advance their own learning and understanding (learning strategies) and, to a lesser degree, those procedures applied to regulate and monitor that learning and understanding (metacognitive or self-regulatory strategies). Drawing on a groundbreaking review from 1988, the article examines how students’ epistemic beliefs—their beliefs about knowing and knowledge—may affect strategic engagement. It also considers students’ motivations or emotions that accompany learning and academic development and, therefore, strategic processing. Finally, it describes strategies associated with online learning, the barriers to being strategic in classrooms, and situations in which teachers and students can foster strategic thinking.
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42

Ichikawa, Jonathan Jenkins. “Knowledge”. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199682706.003.0002.

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This chapter explains contextualism about knowledge ascriptions—the idea that the content expressed by a sentence containing “knows” varies according to the conversational context of the speaker. It articulates and develops a form of contextualism based closely on David Lewis's “relevant alternatives” approach to knowledge. Special attention is given to the idea and proper understanding of an “epistemic standard”—important questions about the relationship between contextualism and rival views turn on this notion. On the approach of the chapter, epistemic standards interact with subject situations to produce sets of relevant alternatives. The chapter also provides some novel linguistic motivations for a contextualism of this sort, and raises questions about how it fits into ideas about broader theoretical roles for knowledge. Those questions define the project of the remainder of the book.
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43

Cheng, Russell. Non-Standard Problems: Some Examples. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198505044.003.0002.

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This chapter provides motivation for the rest of the book by giving a selection of simple examples showing how non-standard behaviour can occur. The well-known maximum likelihood estimator is used throughout this book to estimate an unknown vector of parameters. Its behaviour is standard if the log-likelihood is a concave quadratic function with the maximum in the neighbourhood of the true parameter value, but is otherwise non-standard. Examples of non-standard situations given in this chapter include the true parameter value not being an internal point of the parameter space, but being on a fixed boundary that may not even be finite, or where the mathematical form of the log-likelihood is different with non-estimable indeterminate parameters, or where the true model is an embedded model. Other examples given include where the log-likelihood is unbounded at a finite parameter point, is discontinuous, or is no longer quadratic.
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44

Nick, Angel, and Colman Kate. 14 Defaults and Workouts: Restructuring Project Financings. Oxford University Press, 2015. http://dx.doi.org/10.1093/law/9780198715559.003.0015.

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This chapter considers issues relating to the restructuring of project finance companies experiencing financial difficulties. Restructurings may take many forms, but in all cases there will be a number of protagonists with often competing interests: the project company itself, its directors, its sponsors, its creditors, and, especially in a project finance context, key commercial parties or governments connected to the project. This chapter considers the motivations and legal rights and obligations of each of these protagonists, including the heightened duties of directors as a company’s financial situation deteriorates. It also considers the various stages of restructuring—from default through to enforcement or implementation of a consensual restructuring transaction—and examines some of the options available which allow companies to reorganize or reschedule liabilities and continue as a going concern.
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45

Summers, Jesse S., and Walter Sinnott-Armstrong. Clean Hands. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190058692.001.0001.

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Scrupulosity is a form of OCD that raises philosophical puzzles because of its superficial similarities to morally extreme, non-pathological motivation. Cases of Scrupulosity are first presented, then Scrupulosity is characterized as a form of obsessive-compulsive disorder (OCD) because of its moral or religious obsessions and/or compulsions and its underlying anxiety. Scrupulosity is specifically characterized by perfectionism, chronic doubt and intolerance of uncertainty, and moral thought-action fusion. It is a mental illness and not simply religious devotion, moral virtue, or strength of character. Scrupulous moral judgments differ from genuine moral judgments because their underlying anxiety leads to systematic distortions and leads those with Scrupulosity to act in a way that primarily soothes their anxiety instead of responding to the morally relevant features of the situation. People with Scrupulosity are likely less accountable for harms they cause, which can be explained by reasons-responsiveness theories of responsibility. There is justification for treating Scrupulosity over moral objection without imposing the therapist’s own moral standards.
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Staff, Aspatore Books. "The Roles and Motivations of Key Players in Labor Law Situations: Leading Lawyers on Best Practices for Advising Clients, Communicating Effectively, and ... Client Expectations (Inside the Minds). Aspatore Books, 2007.

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47

Frajzyngier, Zygmunt, and Marielle Butters. The Emergence of Functions in Language. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198844297.001.0001.

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Why do grammatical systems of various languages express different meanings? Given that languages spoken in the same geographical area by people sharing similar social structure, occupations, and religious beliefs differ in the kinds of meaning expressed by the grammatical system, the answer to this question cannot invoke differences in geography, occupation, social and political structure, or religion. The present book aims to answer the main question through language internal analysis. This book offers a methodology to discover meaning in a way that is not based on inferences about reality. The book also offers a methodology to discover motivations for the emergence of meanings. The grammatical system at any given time constitutes a base from which new meanings emerge. The motivations for the emergence of functions include: the communicative need triggered when the grammatical system inherently produces ambiguities; the principle of functional transparency whereby every function encoded in the grammatical system must be expressed if it is in the scope of the situation described by the proposition; opportunistic emergence of meaning whereby unoccupied formal niches acquire a new function; metonymic emergence whereby a property of an existing function receives a formal means of its own, thus creating a new function; emergence of functions through language contact. Several phenomena, such as benefactive and progressive in English, as well as point of view of the subject and goal orientation in several languages, receive new analyses.
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van den Hoogen, Quirijn Lennert, and Evert Bisschop Boele. Community Music in Cultural Policy. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.4.

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Community music presents a contested field. Cultural policy has had a hard time dealing with community music because aesthetic intentions, social objectives, and economic motivations may all play a role for actors and these elements sometimes clash. This chapter provides a scheme of the basic tensions inherent to community music in the cultural policy fields which can form the basis for ‘negotiations’ between actors. The scheme is based upon the pragmatic sociology of Boltanski and Thévenot who provide a grid of sometimes conflicting and sometimes aligning values that can be present in any social situation. Their grid will be applied to the practice of community music in an effort to provide insight into the intricacies of cultural policies regarding this particular form of music, as well as into the practicalities of the practice of community musicians working in a field in which cultural policy-making plays an often vital role.
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Fiechter, Joshua L., Aaron S. Benjamin, and Nash Unsworth. The Metacognitive Foundations of Effective Remembering. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.24.

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Learners’ success in remembering reflects their strategic approach to the demands that their memory places on them. Differences in success on memory tasks are usually taken to reveal memory ability; but things are more complicated. Memory performance is determined by the interplay of learners’ goals and motivations and the sophistication of the approaches they bring to a particular learning context. Thus, rememberers are burdened with choosing strategies that most efficiently meet their goals, given conditions at encoding or retrieval. Learners must navigate the costs and benefits of engaging select strategies, beginning with simple decisions such as how to distribute study time and ending with complex scenarios where they must infer superior learning strategies following exposure to an alternative strategy. Learners may modulate their use of beneficial strategies in accord with their goals but are much less successful at bringing completely new strategies to bear when the situation calls for them.
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Cameron, C. Daryl. Compassion Collapse. Edited by Emma M. Seppälä, Emiliana Simon-Thomas, Stephanie L. Brown, Monica C. Worline, C. Daryl Cameron, and James R. Doty. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190464684.013.20.

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In the current chapter, I will discuss a phenomenon known as “compassion collapse”: people tend to feel and act less compassionately for multiple suffering victims than for a single suffering victim. This phenomenon contradicts many people’s expectations about how they would and should respond to situations in which the most victims are suffering, as in natural disasters and genocides. Precisely when it seems to be needed the most, compassion is felt the least. In the chapter, I describe studies documenting the effect, and compare two explanations of why compassion collapse occurs: one that focuses on basic capacity limitations on compassion, and another that focuses on motivational factors that lead people to strategically avoid compassion. I close by discussing open questions and future directions for study on this phenomenon.
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